Children\'s Mathematics

Would you expect to see written mathematics develop in the same

way as their writing?

We can see many similarities in children’s development of their marks for writing

and for mathematics. Children’s earliest mathematical graphics develop from early

marks which they do not talk about, through to standard numerals that they use in

appropriate contexts (see Chapter 6). In all their graphical languages (drawing,

writing and mathematics) whilst developmental pathways have been identified this

does not mean that all children move through all the stages, or do so in the same

order. Understanding the development of children’s writing and of their math-

ematical graphics is very helpful for teachers. It means that teachers can then under-

stand how to support children, based on what they have observed them do.

What I don’t understand is, when you stop doing emergent writing

and start doing real writing

The terms‘‘emergent (or early) writing’ and ‘mathematical graphics’ refer to children’s

development of writing and ‘written’ mathematics. They are very real to the children

at the moment they make their marks. It is essential that children’s growing under-

standing is supported by teachers, since without our support they will be unable to

make essential links with their standard written language (such as English or Greek)

or the standard symbolism of mathematics. The ‘journey’ from their earliest marks

to standard forms needs to be a smooth transition, therefore we never ‘stop’ sup-

porting their early marks and ‘start’ expecting only standard letters and symbols.

It doesn’t look like the mathematics they usually do – what do I

say to my headteacher?

Begin in a small way, perhaps with a few children. Keep, date and annotate what they

do, writing down what each child says about her marks. In this way you will be able

to build up a profile of the children’s mathematical graphics in your class. Doing this

will help you to assess what the children really know and can do. This way of working

is recommended (in England) in both the Curriculum Guidance for the Foundation Stage

and theNational Numeracy Strategy. Your headteacher is likely to be supportive when

she understands that you are planning your teaching and support based on what you

know about the children. The examples in this book do not look like mathematical

worksheets or standard sums because they are the children’s own, rather than an

adult’s. They make very real sense to the children and help their understanding.

I do support children’s own methods but when the children move

on to another class, this doesn’t continue

We think it is really important that children continue using their own methods through-

out the school. In many schools staff have developed a policy on written methods that

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